Huger Caughman, Jr.
Abstract for Data for Module 3
For the unit on multiplying real numbers, simplifying and evaluating expressions with a given variable, combining like terms, dividing real numbers, and operations with matrices, I administered a traditional quiz with 24 problems on it. Each student was required to complete this during one class period unless they have 504/IEP accommodations that dictate otherwise (two students). Students were permitted to use a calculator to aid them in the four basic operations. I counted each problem as four points which means I “gave” each student four free points. With this said, two students failed the quiz. There are several reasons they failed it, but the main two are: failure to pay full attention in class and not adequately prepared for Algebra I. Both of these factors are a stumbling block for them as students and also for me as their teacher. I have encouraged them on many occasions to come for additional assistance during tutoring/retesting period or to stay after school. They did attend a couple of tutoring/retesting periods, but never showed for appointments they made with me to stay after school. I have contacted both of their parents regarding the lack of preparation (and sometimes disruptions they cause in class) which are both causing them to perform below standard. In reviewing the calendar project grades and performance, growth is shown for all students. It is clear by looking at the grades; everyone did better on the project than the quiz. However, several of my higher achieving students did not have the room for growth that others did. They prefer taking a traditional quiz/test because it keeps them from having additional work outside of class to prepare a project. The project based learning is handy for those lower achieving students in that their entire grade is not based on the content, but it does remain a portion of it. I can see a positive result in the learning based on the project, even though one student still performed at a failing level. In conclusion, the technology-assisted assessment inquiry is a beneficial tool for most all students because it broadens the boundaries of instruction and assessment within the content material. It also presents an opportunity for redemption for those students who struggle within the confines of traditional assessment and measure of performance. The only hesitation I have with using these types of authentic assessments is the fact that our Algebra I students are required to complete and End Of Course test which is a basic recall and answer test in electronic form. I like to have a good balance of various types of assessments to make sure they are well prepared for anything they might encounter with respect to Algebra.
Abstract for Data for Module 3
For the unit on multiplying real numbers, simplifying and evaluating expressions with a given variable, combining like terms, dividing real numbers, and operations with matrices, I administered a traditional quiz with 24 problems on it. Each student was required to complete this during one class period unless they have 504/IEP accommodations that dictate otherwise (two students). Students were permitted to use a calculator to aid them in the four basic operations. I counted each problem as four points which means I “gave” each student four free points. With this said, two students failed the quiz. There are several reasons they failed it, but the main two are: failure to pay full attention in class and not adequately prepared for Algebra I. Both of these factors are a stumbling block for them as students and also for me as their teacher. I have encouraged them on many occasions to come for additional assistance during tutoring/retesting period or to stay after school. They did attend a couple of tutoring/retesting periods, but never showed for appointments they made with me to stay after school. I have contacted both of their parents regarding the lack of preparation (and sometimes disruptions they cause in class) which are both causing them to perform below standard.
In reviewing the calendar project grades and performance, growth is shown for all students. It is clear by looking at the grades; everyone did better on the project than the quiz. However, several of my higher achieving students did not have the room for growth that others did. They prefer taking a traditional quiz/test because it keeps them from having additional work outside of class to prepare a project. The project based learning is handy for those lower achieving students in that their entire grade is not based on the content, but it does remain a portion of it. I can see a positive result in the learning based on the project, even though one student still performed at a failing level.
In conclusion, the technology-assisted assessment inquiry is a beneficial tool for most all students because it broadens the boundaries of instruction and assessment within the content material. It also presents an opportunity for redemption for those students who struggle within the confines of traditional assessment and measure of performance. The only hesitation I have with using these types of authentic assessments is the fact that our Algebra I students are required to complete and End Of Course test which is a basic recall and answer test in electronic form. I like to have a good balance of various types of assessments to make sure they are well prepared for anything they might encounter with respect to Algebra.
Name (Last, First)
Betty
George
Tom